Utilizing trauma-informed practices can help create a welcoming and inclusive environment that allows students to feel comfortable and valued.

Teaching is a great responsibility. I teach English and believe that the ability to communicate, at a personal and societal level, is what builds strong communities and ensures ownership over one’s future. Thus, it’s important that we teachers spend a lot of time on our craft—deliberating the best ways to teach and make lessons fun, interactive, and relatable to students. Professional development thrives on discipline pedagogy and school departments meet to align goals and assignments and to discuss data assessment.

Students often display a morbid curiosity that I feel I cannot ignore, but can I lean into it? Can I use this fascination in a way that engages students, but also humanizes them?

"What do you mean, we have rights as minors?” Thirty pairs of quizzical eyes met mine. Brows furrowed in confusion. “Aren’t rights made by adults, for adults?”

After teaching at an alternative middle school for the past 4 years, the one thing I constantly hear from new students is: “We can move around in your room and not get in trouble?

While teaching a Western Civilization course to high school students, I found a unique opportunity to introduce the topic of critical thinking along with the subject matter.

I am Teacher. I can wear fifteen different hats on my head and not one of them from the same shop.

Ever since I was four years old, I dreamed of becoming a teacher. However, I never saw any teachers who shared aspects of my identities.

The world is in the midst of a technological revolution that has surpassed expectations, and I’m witnessing firsthand how growing up in this digital age is impacting our students.